An investigation into the impact of dialogic teaching and Socratic questioning on the development of children’s understanding of complex historical concepts
(2021)
Presentation / Conference Contribution
Prendergast, D. (2021). An investigation into the impact of dialogic teaching and Socratic questioning on the development of children’s understanding of complex historical concepts. In S. Riddle, & P. Bhatia (Eds.), Imagining Better Education: Conference Proceedings 2020 (108-120)
Teachers use questioning to enhance students’ learning in the subject of history for all ages. Effective teachers plan their questioning and develop precocity in dealing with students’ responses. Students demonstrate interest in dialogue and teachers... Read More about An investigation into the impact of dialogic teaching and Socratic questioning on the development of children’s understanding of complex historical concepts.